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3 days, 3 hours Level 3 Award in Education and Training
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Overview
Looking to work in the education and training sector but don’t know how to get there in the best way possible? Look no further! If you’re dedicated to educating, then you’d be just as committed to learning the necessities from our Level 3 Award in Education and Training!
Whether you want to grasp the ropes to teaching or learn the most efficient planning methods, our Level 3 Award in Education and Training has it all. This course requires you to complete 12 credits – 3 credits from the mandatory unit, 6 credits from optional group B, and 3 credits from optional group C to complete the course successfully. The course covers all the necessities of education and training: exploring the responsibilities, roles, relationships, approaches, and principles in education and training. Not only that, but the course will also teach you the skills you need to facilitate teaching and make learning as efficient as it can get.
The course is awarded by an Ofqual-regulated awarding organisation known as OCN London. They aim to provide vast opportunities for people, particularly those that have not benefitted from education before. They also ensure that you are equipped with essential skills needed to start or succeed in a flourishing teaching career.
Enrol now, and become certified at a national level!
Note: You can buy this in-demand course right now, complete your assignment and submit it to us in your convenient time. However, as OCNLR only registers the learners in two sessions in a year, which is January and July, you will be registered with them in any of these two sessions according to your convenience.
Benefits you will gain:
- Discover a well-defined website for teaching
- 24/7 teacher assistance
- Content that will keep you highly engaged
- Very budget-friendly
- Earn recognition from the UK’s best awarding bodies
- Flexible study time
Qualification
Level 3 Award in Education and Training.
Description
To complete the course, a total of 12 credits are required. This consists of 3 credits from the mandatory unit, 6 from the Optional B unit, and 3 from the Optional C unit.
Mandatory unit includes:
- Understanding roles, responsibilities and relationships in education and training (3 credits)
Optional group B unit includes:
- Understanding and using inclusive teaching and learning approaches in education and training (6 credits)
- Facilitate learning and development for individuals (6 credits)
- Facilitate learning and development in groups (6 credits)
Optional group C unit includes:
- Understand assessment in education and training (3 credits)
- Understanding the principles and practices of assessment (3 credits)
The award is specifically designed to enhance the students’ ability to:
- Understand the underlying fundamentals of teaching and learning
- Make practical approaches to session planning
- Explore different approaches to learning
- Determine students’ desires and long-term goals
- Implement strategies for assessing your students’ potential
Qualification Purpose
Achieving the Level 3 Award in Education and Training will provide the necessary knowledge and skills to prepare, plan, deliver and evaluate teaching and training sessions in a wide variety of teaching or training settings.
Progression
This OCNLR Education and Training qualification allows learners to progress into employment as teachers or trainers, or to higher-level Education and Training qualifications, including specialist Level 5 teaching qualifications such as ESOL, Functional Skills or teaching learners with disabilities.
Who is this course for?
Teachers and trainers wishing to pursue a career in education and teaching will benefit from this course. Any personnel in the doors of service will find this program useful.
Entry Requirements
The course does not have any specific requirements for learners. It is not required to have any formal experience or qualification in this field of study. However, learners should have an appropriate level of literacy, numeracy, and ICT skills.
The minimum age requirement to access this qualification is 19 years.
Total Qualification Time
It estimates the total amount of time anticipated that a learner would spend to demonstrate mastery of all learning outcomes to achieve the award of the qualification. The whole qualification time is defined as GLH and an estimate of the time a learner will devote to preparation, study, and assessment. It does not underlie supervision by a lecturer, supervisor, or tutor. In this qualification, the credit value is defined by TQT, and one credit corresponds to ten hours of learning.
Total Qualification Time for this qualification is 120 hours.
The total credit value for this qualification is 12.
Guided Learning Hours
These hours comprise all real-time contact time, hours of lectures or tutorial or supervision of a learner by a lecturer, tutor, trainer or other education providers.
GLH for this qualification is 48-61
Method of Assessment:
The assessment process for these qualifications is as follows:
- Learners are assessed through activities that are internally set by tutor assessors.
- The activities must be designed to enable learners to meet the assessment criteria of the unit.
- Learners’ portfolios of assessed evidence must be internally moderated at the Centre.
- The portfolios of assessed evidence will be externally moderated by an OCN London External Moderator.
There is no additional external assessment for these qualifications.
Career path
- Teacher
- Primary School Teacher
- Secondary School Teacher
- Private Tutor
- Freelance Teacher/ Trainer
Course Curriculum
| Getting Started | |||
| Getting Started AET | 00:00:00 | ||
| Application Form (AET) | 00:00:00 | ||
| Unit 1: Understanding Roles, Responsibilities and Relationships in Education and Training | |||
| Self-Assessment Grid | |||
| Self-Assessment Grid – Understanding Roles, Responsibilities and Relationships in Education and Training | 00:00:00 | ||
| Guidance For Achieving The Unit | |||
| Guidance For Achieving the Unit – Understanding Roles, Responsibilities and Relationships in Education and Training | 00:15:00 | ||
| Information Leaflets | |||
| An introduction to the Level 3 Award in Education and Training | 00:15:00 | ||
| Teaching Roles, Responsibilities, Relationships and Boundaries | 00:20:00 | ||
| Legislation, Regulatory Requirements and Codes of Practice | 00:15:00 | ||
| Promoting Equality and Valuing Diversity | 00:25:00 | ||
| Promoting Appropriate Behaviour and Respect for Others | 00:20:00 | ||
| Learner Needs and Points of Referral | 00:25:00 | ||
| Handouts | |||
| Table of Examples of Teaching Roles and Responsibilities | 00:10:00 | ||
| Table of Example Boundaries of Teaching | 00:10:00 | ||
| The Teaching, Learning and Assessment Cycle | 00:10:00 | ||
| Table of Potential Learner Needs and Points of Referral | 00:10:00 | ||
| Identifying Inequality | 00:05:00 | ||
| Learner Differences | 00:05:00 | ||
| Ways to Promote and Advance Equality | 00:15:00 | ||
| Ways to Promote Inclusion | 00:10:00 | ||
| Safeguarding, Prevent Duty and British Values | 00:20:00 | ||
| Tips for Teachers and Trainers | 00:15:00 | ||
| Equality and Diversity – Glossary of Terms | 00:25:00 | ||
| Checklists | |||
| Teaching, Learning and Assessment Checklist | 00:20:00 | ||
| Advancing Equality and Diversity Checklist | 00:20:00 | ||
| General Items | |||
| Pre-Course Assessment Form | 00:00:00 | ||
| Action Plan Template for Achievement of The Award | 00:00:00 | ||
| Course Evaluation Form | 00:00:00 | ||
| Beginner’s Guide to Referencing | 00:25:00 | ||
| Verbs Used in The Award’s Assessment Criteria with Their Meanings | 00:05:00 | ||
| Glossary of Educational Terms | 00:25:00 | ||
| Educational Abbreviations and Acronyms | 00:15:00 | ||
| Learning Outcomes and Assessment Criteria | |||
| An introduction to the Level 3 Award in Education and Training | 00:30:00 | ||
| Teaching Roles, Responsibilities, Relationships and Boundaries in Education and Training | 00:30:00 | ||
| Legislation, Regulatory Requirements and Codes of Practice | 00:30:00 | ||
| Promoting Equality and Valuing Diversity | 00:30:00 | ||
| Promoting Appropriate Behaviour and Respect | 00:30:00 | ||
| Learner Needs and Points of Referral | 00:30:00 | ||
| Video Tutorials | |||
| Award in Education and Training Level 3 Workshop Objectives | 00:16:00 | ||
| Understanding Roles, Responsibilities and Relationships in Education and Training | 01:38:00 | ||
| Unit 2: Understanding and Using Inclusive Teaching and Learning Approaches in Education and Training | |||
| Self-Assessment Grid | |||
| Self-Assessment Grid – Understanding and Using Inclusive Teaching and Learning Approaches in Education and Training | 00:00:00 | ||
| Guidance For Achieving The Unit | |||
| Guidance For Achieving the Unit – Understanding and Using Inclusive Teaching and Learning Approaches in Education and Training | 00:25:00 | ||
| Information Leaflets | |||
| Inclusive Teaching and Learning | 00:30:00 | ||
| Teaching, Learning and Assessment Approaches | 00:30:00 | ||
| Providing Opportunities for English, Maths, ICT and Wider Skills | 00:30:00 | ||
| Theories of Learning | 00:25:00 | ||
| Communication | 00:25:00 | ||
| Induction, Icebreakers and Ground Rules | 00:30:00 | ||
| Creating a Scheme of Work | 00:30:00 | ||
| Creating a Session Plan | 00:30:00 | ||
| Self-Evaluation and Continuing Professional Development | 00:20:00 | ||
| Handouts | |||
| Table of Resources Which Could Be Used for Teaching, Learning and Assessment | 00:05:00 | ||
| Table of Teaching and Learning Approaches and Activities | 00:25:00 | ||
| Table of Objectives | 00:05:00 | ||
| The Environment – Examples of Physical, Social and Learning Aspects | 00:05:00 | ||
| Templates | |||
| Template – Induction Checklist | 00:00:00 | ||
| Template – Icebreaker – Bingo | 00:00:00 | ||
| Template – Icebreaker – Getting to Know You | 00:00:00 | ||
| Templates and Completed Examples | |||
| Template – Rationale for a Scheme of Work | 00:00:00 | ||
| Completed Example of a Rationale for a Scheme of Work | 00:15:00 | ||
| Template – Scheme of Work | 00:05:00 | ||
| Completed Example of a Scheme of Work | 00:05:00 | ||
| Template – Session Plan | 00:00:00 | ||
| Completed Example of a Session Plan | 00:10:00 | ||
| Template – Personal Development Plan | 00:00:00 | ||
| Completed Example of a Personal Development Plan | 00:05:00 | ||
| Template – Continuing Professional Development (CPD) Record | 00:00:00 | ||
| Completed Example of a Continuing Professional Development (CPD) Record | 00:05:00 | ||
| Template – Reflective Learning Journal | 00:00:00 | ||
| Completed Example of a Reflective Learning Journal | 00:10:00 | ||
| Template – Summary and Action Plan | 00:00:00 | ||
| Completed Example of a Summary and Action Plan | 00:05:00 | ||
| Checklist | |||
| Verbal, Listening, Non-Verbal and Written Communication Skills Checklist | 00:15:00 | ||
| Learning Outcomes and Assessment Criteria | |||
| Inclusive Teaching and Learning | 00:45:00 | ||
| Teaching, Learning and Assessment Approaches | 00:45:00 | ||
| Providing opportunities for English, Maths, ICT and Wider Skills | 00:45:00 | ||
| Theories of Learning | 00:45:00 | ||
| Communication | 00:30:00 | ||
| Induction, Icebreakers and Ground Rules | 00:35:00 | ||
| Creating a Scheme of Work | 00:45:00 | ||
| Devising an Inclusive Teaching and Learning Plan (Session Plan) | 00:45:00 | ||
| Self-Evaluation and Continuing Professional Development | 00:45:00 | ||
| Video Tutorials | |||
| Understanding and Using Inclusive Teaching and Learning Approaches in Education and Training | 01:41:00 | ||
| Unit 5: Understanding Assessment in Education and Training | |||
| Self-Assessment Grid | |||
| Self-Assessment Grid – Understanding Assessment in Education and Training | 00:00:00 | ||
| Guidance For Achieving The Unit | |||
| Guidance For Achieving The Unit – Understanding Assessment in Education and Training | 00:10:00 | ||
| Information Leaflets | |||
| Assessment Types | 00:25:00 | ||
| Assessment Methods | 00:30:00 | ||
| Involving Learners and Others in the Assessment Process | 00:30:00 | ||
| Making Assessment Decisions and Providing Feedback | 00:35:00 | ||
| Record Keeping | 00:20:00 | ||
| Handouts | |||
| Table of Assessment Methods, Approaches and Activities | 00:10:00 | ||
| Table of Assessment Types | 00:15:00 | ||
| Table of Advantages and Limitations of Peer and Self Assessment | 00:05:00 | ||
| Table of Example Teaching Records | 00:05:00 | ||
| Assessor Roles and Responsibilities | 00:05:00 | ||
| Templates and Completed Examples | |||
| A Full Set of Assessment Record Templates | 00:00:00 | ||
| Completed Example of A Full Set of Assessment Records | 00:25:00 | ||
| Learning Outcomes and Assessment Criteria | |||
| Assessment Types | 00:45:00 | ||
| Assessment Methods | 00:35:00 | ||
| Involving Learners and Others in the Assessment Process | 00:45:00 | ||
| Making Assessment Decisions and Providing Feedback | 00:45:00 | ||
| Record Keeping | 00:30:00 | ||
| Video Tutorials | |||
| Understanding Assessment in Education and Training | 00:31:00 | ||
| Micro Teaching | |||
| Micro Teaching | 00:00:00 | ||
| Assignments | |||
| Assignments | 1 day, 18 hours | ||
| Submit your work | |||
| Submit your work (AET) | 00:00:00 | ||
| Resubmission | |||
| Resubmit your work (AET) | 00:00:00 | ||
Robert Williams says:
Review: Hi Emma, We appreciate your amazing feedback. Thank you for sharing your experience with us. Regards, One Education
Robert Williams says:
Review: Hi Megan, We are happy to see that our course has met your expectations. We wish you success in your future. Thank you for your excellent feedback. Regards, One Education
Robert Williams says:
Review: Hi Sebastian, We appreciate your excellent feedback. Thank you for recommending us. Regards, One Education
Robert Williams says:
Review: Hi Georgia, We are delighted that you have enjoyed our course. Thank you for your excellent feedback. Regards, One Education
Robert Williams says:
Review: Hi Summer, We are delighted to know that our course has helped you in your professional development. Thank you for your amazing feedback. Regards, One Education
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